bypass top and left hand navigationNational Science Board   HOME     PDF     SEARCH     HELP     COMMENTS  
Science and Engineering Indicators 2004
  Table of Contents     Figures     Tables     Appendix Tables     Presentation Slides  
Chapter 1:
Highlights
Introduction
Student Performance in Mathematics and Science
Mathematics and Science Coursework and Student Achievement
Curriculum Standards and Statewide Assessments
Curriculum and Instruction
Teacher Quality
Teacher Induction, Professional Development, and Working Conditions
Information Technology in Schools
Transition to Higher Education
Conclusion
References
 
 
 

Elementary and Secondary Education

PDFPrint this chapter (319K)
References

Note: Links in references were correct at the time of release, but may no longer be active because of changes at the referenced organization's web site.

Achieve, Inc. 2002a. Staying on Course: Standards-Based Reform in America's Schools: Progress and Prospects. Washington, DC.

Achieve, Inc. 2002b. Three Paths, One Destination. Washington, DC.

Adelman, C. 1999. Answers in the Toolbox: Academic Intensity, Attendance Patterns, and Bachelor's Degree Attainment. PLLI 1999–8021. Washington, DC: U.S. Department of Education.

Adelman, C., B. Daniel, and I. Berkovitz. Forthcoming. Postsecondary Attainment, Attendance, Curriculum, and Performance: Some Results From NELS:88/2000 Postsecondary Education Transcript Study (PETS:2000). Washington, DC: U.S. Department of Education, National Center for Education Statistics.

Amaral, O. M., L. Garrison, and M. Klentschy. 2002. Helping English learners increase achievement through inquiry-based science instruction. Bilingual Research Journal 26(2)(Summer):213–39.

American Association for the Advancement of Science (AAAS), Project 2061. 1993. Benchmarks for Science Literacy. New York: Oxford University Press.

American Association for the Advancement of Science (AAAS), Project 2061. 1999a. Heavy Books Light on Learning: Not One Middle Grades Science Text Rated Satisfactory. http://www.project2061.org/newsinfo/research/textbook/articles/heavy.htm. Accessed 28 September 2003.

American Association for the Advancement of Science (AAAS), Project 2061. 1999b. Middle Grades Mathematics Textbooks: A Benchmarks-Based Evaluation. http://www.project2061.org/tools/textbook/matheval/intro.htm. Accessed 28 September 2003.

American Association for the Advancement of Science (AAAS), Project 2061. 2000a. Algebra for all—not with today's textbooks, says AAAS. Press release. http://www.project2061.org/press/pr000426.htm. Accessed 28 September 2003.

American Association for the Advancement of Science (AAAS), Project 2061. 2000b. Big biology books fail to convey big ideas, reports AAAS's Project 2061. Press release. http://www.project2061.org/press/pr000627.htm. Accessed 28 September 2003.

American Federation of Teachers (AFT). 2001. Beginning Teacher Induction: The Essential Bridge. Educational Issues Policy Brief, Number 13. Washington, DC.

American Federation of Teachers (AFT). n.d. A Coherent Standards-Based System. http://www.aft.org/edissues/standards/SBS/System.htm. Accessed 28 September 2003.

Atanda, R. 1999. Do Gatekeeper Courses Expand Education Options? NCES 1999–303. Washington, DC: U.S. Department of Education, National Center for Education Statistics.

Ballou, D. 1996. Do public schools hire the best applicants? The Quarterly Journal of Economics 111(1):97–133.

Becker, H. J. 1999. Internet Use by Teachers: Conditions of Professional Use and Teacher-Directed Student Use. Irvine, CA: University of California, Irvine, Center for Research on Information Technology and Organizations, and Minneapolis: University of Minnesota. http://www.crito.uci.edu/TLC/findings/Internet-Use/startpage.htm. Accessed 28 September 2003.

Blank, R., and P. Engler. 1992. Has Science and Mathematics Education Improved Since A Nation At Risk? Washington, DC: Council of Chief State School Officers.

Bobbitt, S. A., and M. M. McMillen. 1995. Qualifications of the Public School Teacher Workforce: 1988 and 1991. NCES 95–665. Washington, DC: U.S. Department of Education, National Center for Education Statistics.

Bourque, M. L. and S. Byrd, eds. 2000. Student Performance Standards on the National Assessment of Educational Progress: Affirmations and Improvements. Washington, DC: National Assessment Governing Board.

Bray, B. 1999. Eight steps to success: Technology staff development that works. Learning and Leading With Technology 27(3):14–20. http://www.iste.org/LL/27/3/index.cfm. Accessed 28 September 2003.

Briars, D. 2001. Mathematics performance in the Pittsburgh public schools. Paper presented at conference of Mathematics Assessment Resource Service, March, San Diego.

Campbell, J. R., C. M. Hombo, and J. Mazzeo. 2000. NAEP 1999 Trends in Academic Progress: Three Decades of Student Performance. NCES 2000–469. Washington, DC: U.S. Department of Education, National Center for Education Statistics.

Cardina, C. E., and J. K. Roden. 1998. Academic proficiency of students who reported intentions of majoring in education. Journal of Teacher Education 49(1):38–46.

Carnoy, M., and S. Loeb. 2002. Does external accountability affect student outcomes? A cross-state analysis. Educational Evaluation and Policy Analysis 24(4)(Winter):305–331.

CEO Forum on Education and Technology. 1999. School Technology and Readiness Report. Professional Development: A Link to Better Learning. Washington, DC. http://www.ceoforum.org/downloads/99report.pdf. Accessed 28 September 2003.

Chaney, B., K. Burgdorf, and N. Atash. 1997. Influencing achievement through high school graduation requirements. Educational Evaluation and Policy Analysis 19(3)(Fall):229–44.

Choy, S. P., and X. Chen. 1998. Toward Better Teaching: Professional Development in 1993–94. NCES 98–230. Washington, DC: U.S. Department of Education, National Center for Education Statistics.

Choy, S. P., S. A. Bobbitt, R. R. Henke, E. A. Medrich, L. J. Horn, and J. Lieberman. 1993. America's Teachers: Profile of a Profession. NCES 93–025. Washington, DC: U.S. Department of Education.

Clark, T. 2000. Virtual High Schools: State of the States: A Study of Virtual High School Planning and Operation in the United States. Macomb, IL: Western Illinois University, Center for the Application of Information Technologies.

Clark, T. 2001. Virtual Schools: Trends and Issues. A Study of Virtual Schools in the United States. San Francisco: West-Ed. http://www.wested.org/online_pubs/virtualschools.pdf. Accessed 28 September 2003.

Clune, W., and P. White. 1992. Education reform in the trenches: Increased academic coursetaking in high schools with lower achieving students in states with higher graduation requirements. Education Evaluation and Policy Analysis 14(1):2–20.

Cogan, L. S., W. H. Schmidt, and D. E. Wiley. 2001. Who takes what math and in which track? Using TIMSS to characterize U.S. students' eighth-grade mathematics learning opportunities. Educational Evaluation and Policy Analysis 23(4)(Winter):323–41.

Coleman, J. S., E. Q. Campbell, C. J. Hobson, J. McPartland, A. M. Mood, F. D. Weinfeld, and R. L. York. 1966. Equality of Educational Opportunity. Washington, DC: U.S. Department of Health, Education, and Welfare.

Cool, V., and T. Keith. 1991. Testing a model of school learning: Direct and indirect effects on academic achievement. Contemporary Educational Psychology 16:20–44.

Council of Chief State School Officers (CCSSO). 2002. Key State Education Policies on PK-12 Education: 2002. Washington, DC.

Darling-Hammond, L. 2000. Teacher quality and student achievement: A review of state policy evidence. Education Policy Analysis Archives 8(1)(1 January). http://olam.ed.asu.edu/epaa/v8n1/. Accessed 28 September 2003.

Denton, K., and J. West. 2002. Children's Reading and Mathematics Achievement in Kindergarten and First Grade. NCES 2002–125. Washington, DC: U.S. Department of Education, National Center for Education Statistics.

Doherty, K. M., and R. A. Skinner. 2003. Quality Counts 2003. Introduction: State of the states. Education Week 22(17)(9 January). http://www.edweek.org/sreports/qc03/templates/article.cfm?slug=17sos.h22&keywords=doherty. Accessed 28 September 2003.

Editorial Projects in Education. 2002. Technology Counts 2002: E-defining education. Education Week 21(35)(9 May). http://www.edweek.org/sreports/tc02/article.cfm?slug=35execsum.h21&keywords=edefining. Accessed 27 May 2003.

Editorial Projects in Education. 2003. Quality Counts 2003: State of the states, standards and accountability. Education Week 22(17)(9 January). http://www.edweek.org/sreports/qc03/templates/article.cfm?slug=17sos.h22. Accessed 28 September 2003.

Ehrenberg, R. G., and D. Brewer. 1994. Do school and teacher characteristics matter? Evidence from high school and beyond. Economics of Education Review 13(1):1–17.

Fatemi, E. 1999. Building the digital curriculum: Summary. Education Week 19(4)(23 September). http://www.edweek.org/sreports/tc99/articles/summary.htm. Accessed 28 September 2003.

Feistritzer, C. E. 1998. Alternative Teacher Certification—An Overview. Washington, DC: National Center for Education Information. http://www.ncei.com/Alt-Teacher-Cert.htm. Accessed 28 September 2003.

Ferguson, R. F., and H. Ladd. 1996. How and why money matters: An analysis of Alabama schools. In H. F. Ladd, ed., Holding Schools Accountable: Performance-Based Reform in Education, pp. 265–98. Washington, DC: Brookings Institution Press.

Finn, C. E., Jr., and M. J. Petrilli, eds. 2000. The State of State Standards: 2000. Washington, DC: Thomas B. Fordham Foundation.

Finn, J., S. Gerber, and M. Wang. 2002. Course offerings, course requirements, and course taking in mathematics. Journal of Curriculum and Supervision 17(4):336–66.

Garet, M. S., A. C. Porter, L. Desimone, B. F. Birman, and K. S. Yoon. 2001. What makes professional development effective? Results from a national sample of teachers. American Educational Research Journal 38(4):915–45.

Goldhaber, D. D., and D. J. Brewer. 1997. Evaluating the effect of teacher degree level on educational performance. In W. Fowler, ed., Developments in School Finance, 1996. pp. 197–210. NCES 97–535. Washington, DC: U.S. Department of Education, National Center for Education Statistics.

Goldhaber, D. D., and D. J. Brewer. 2000. Does teacher certification matter? High school teacher certification status and student achievement. Educational Evaluation and Policy Analysis 22(2):129–45.

Hanushek, E. A. 1996. A more complete picture of school resource policies. Review of Educational Research 66(3):397–409.

Hao, L. 1995. Poverty, public assistance, and children in intact and single-mother families. Journal of Family and Economic Issues 16:181–205.

Harris, J. 1999. About the Electronic Emissary Project. Austin, TX: University of Texas. http://emissary.wm.edu/index.php?content=about.html&menu=Widgets. Accessed 27 May 2003.

Henke, R. R., S. P. Choy, X. Chen, S. Geis, and M. N. Alt. 1997. America's Teachers: Profile of a Profession, 1993–94. NCES 97–460. Washington, DC: U.S. Department of Education, National Center for Education Statistics.

Hiebert, J., and J. W. Stigler. 2000. A proposal for improving classroom teaching: Lessons from the TIMSS Video Study. Elementary School Journal 101(1)(September):3–20.

Hirsch, E., J. Koppich, and M. Knapp. 2001. Revisiting What States Are Doing to Improve the Quality of Teaching. Seattle: University of Washington, Center for the Study of Teaching and Policy.

Hoffer, T. B., K. A. Rasinski, and W. Moore. 1995. Social Background Differences in High School Mathematics and Science Coursetaking and Achievement. NCES 95–206. Washington, DC: U.S. Department of Education, National Center for Education Statistics.

Hruskocy, C., P. Ertmer, T. Johnson, and K. Cennamo. 1997. Students as technology experts: A "bottom up" approach to teacher technology development. Paper presented at annual meeting of American Educational Research Association, 24–28 March, Chicago.

Ingersoll, R. M. 1999. The problem of underqualified teachers in American secondary schools. Educational Researcher 28(2):26–37.

Ingersoll, R. M. 2001. Teacher Turnover, Teacher Shortages, and the Organization of Schools. Seattle: University of Washington, Center for the Study of Teaching and Policy.

Ingersoll, R. M. 2002. Out-of-Field Teaching, Educational Inequality, and the Organization of Schools: An Exploratory Analysis. Seattle: University of Washington, Center for the Study of Teaching and Policy.

Jepsen, C., and S. Rivkin. 2002. Class Size Reduction, Teacher Quality, and Academic Achievement in California Public Elementary Schools. San Francisco: Public Policy Institute of California.

Kaplan-Leiserson, E. 2000. Glossary. Alexandria, VA: American Society for Training and Development. http://www.learningcircuits.org/glossary.html. Accessed 28 September 2003.

Kilpatrick, J., and J. Swafford, eds. 2002. Helping Children Learn Mathematics. Washington, DC: National Academy Press.

Kleiner, A., and E. Farris. 2002. Internet Access in U.S. Public Schools and Classrooms: 1994–2001. NCES 2002–018. Washington, DC: U.S. Department of Education, National Center for Education Statistics.

Latham, A. S., D. Gitomer, and R. Ziomek. 1999. What the tests tell us about new teachers. Educational Leadership 56(8):23–26.

Lee, V., R. Croninger, and J. Smith. 1997. Course-taking, equity, and mathematics learning: Testing the constrained curriculum hypothesis in U.S. secondary schools. Educational Evaluation and Policy Analysis 19:99–121.

Lewis, L., E. Farris, and B. Greene. 1996. Remedial Education at Higher Education Institutions in Fall 1995. NCES 97–584. Washington, DC: U.S. Department of Education, National Center for Education Statistics.

Little, J. W. 1993. Teachers' professional development in a climate of education reform. Educational Evaluation and Policy Analysis 15(2):129–151.

Lutzer, D. J., J. W. Maxwell, and S. B. Rodi. 2002. Statistical Abstract of Undergraduate Programs in the Mathematical Sciences in the United States: Fall 2000 CBMS Survey. American Mathematical Society. http://www.ams.org/cbms/. Accessed 28 September 2003.

Mayer, D. P., J. E. Mullens, and M. T. Moore. 2000. Monitoring School Quality: An Indicators Report. NCES 2001–030. Washington, DC: U.S. Department of Education, National Center for Education Statistics.

McKnight, C. C., F. J. Crosswhite, J. A. Dossey, E. Kifer, J. O. Swafford, K. J. Travers, and T. J. Cooney. 1987. The Underachieving Curriculum: Assessing U.S. School Mathematics From an International Perspective. Champaign, IL: Stipes Publishing Co.

Means, B. 1998. Models and prospects for bringing technology-supported education reform to scale. Paper read at American Educational Research Association meeting, San Diego, April 13–17.

Meyer, R. 1998. The Production of Mathematics Skills in High School: What Works? Chicago: University of Chicago, Irving B. Harris Graduate School of Public Policy Studies, and Madison: University of Wisconsin-Madison, Wisconsin Center for Education Research.

Mitchell, K. J., D. Z. Robinson, B. S. Plake, and K. T. Knowles, eds. 2001. Testing Teacher Candidates: The Role of Licensure Tests in Improving Teacher Quality. Washington, DC: National Academy Press.

Monk, D. H., and J. King. 1994. Multi-level teacher resource effects on pupil performance in secondary mathematics and science: The role of teacher subject matter preparation. In R. G. Ehrenberg, ed., Choices and Consequences: Contemporary Policy Issues in Education, pp. 29–58. Ithaca, NY: ILR Press.

Morse, M. P. 2001. A Review of Biological Instructional Materials for Secondary Schools. Washington, DC: American Institute of Biological Sciences. http://www.aibs.org/books/resources/TextbookReview.pdf. Accessed 28 September 2003.

Mullis, I. V. S., M. O. Martin, E. J. Gonzalez, K. M. O'Connor, S. J. Chrostowski, K. D. Gregory, R. A. Garden, and T. A. Smith. 2001. Mathematics Benchmarking Report: TIMSS 1999–Eighth Grade. Achievement for U.S. States and Districts in an International Context. Chestnut Hill, MA: International Association for the Evaluation of Educational Achievement, and Boston College, International Study Center.

Murnane, R. J., and B. R. Phillips. 1981. Learning by doing, vintage and selection: Three pieces of the puzzle relating teaching experience and teaching performance. Economics of Education Review 1(4):453–65.

National Center for Education Statistics (NCES). 1997a. Characteristics of Stayers, Movers, and Leavers: Results From the Teacher Follow-up Survey: 1994–95. NCES 97–450. Washington, DC: U.S. Department of Education.

National Center for Education Statistics (NCES). 1997b. Pursuing Excellence: A Study of U.S. Eighth-Grade Mathematics and Science Teaching, Learning, Curriculum, and Achievement in International Context. NCES 97–198. Washington, DC: U.S. Department of Education.

National Center for Education Statistics (NCES). 1998. Pursuing Excellence: A Study of U.S. Twelfth-Grade Mathematics and Science Achievement in International Context. NCES 98–049. Washington, DC: U.S. Department of Education.

National Center for Education Statistics (NCES). 1999. Teacher Quality: A Report on the Preparation and Qualifications of Public School Teachers. NCES 1999–080. Washington, DC: U.S. Department of Education.

National Center for Education Statistics (NCES). 2000a. Highlights From the Third International Mathematics and Science Study-Repeat. NCES 2001–027. Washington, DC: U.S. Department of Education.

National Center for Education Statistics (NCES). 2000b. Pursuing Excellence: Comparisons of International Eighth-Grade Mathematics and Science Achievement From a U.S. Perspective, 1995 and 1999. NCES 2001–028. Washington, DC: U.S. Department of Education.

National Center for Education Statistics (NCES). 2000c. Teachers' Tools for the 21st Century: A Report on Teachers' Use of Technology. NCES 2000–102. Washington, DC: U.S. Department of Education.

National Center for Education Statistics (NCES). 2001a. The 1998 High School Transcript Study Tabulations: Comparative Data on Credits Earned and Demographics for 1998, 1994, 1990, 1987 and 1982 High School Graduates. NCES 2001–498. Washington, DC: U.S. Department of Education.

National Center for Education Statistics (NCES). 2001b. The Condition of Education 2001. NCES 2001–072. Washington, DC: U.S. Department of Education.

National Center for Education Statistics (NCES). 2001c. The Nation's Report Card: Mathematics 2000. NCES 2001–517. Washington, DC: U.S. Department of Education.

National Center for Education Statistics (NCES). 2001d. Outcomes of Learning: Results From the 2000 Program for International Student Assessment of 15–Year-Olds in Reading, Mathematics, and Science Literacy. NCES 2002–115. Washington, DC: U.S. Department of Education.

National Center for Education Statistics (NCES). 2002a. The Condition of Education 2002. NCES 2002–025. Washington, DC: U.S. Department of Education.

National Center for Education Statistics (NCES). 2002b. Digest of Education Statistics 2001. NCES 2002–130. Washington, DC: U.S. Department of Education.

National Center for Education Statistics (NCES). 2003a. The Condition of Education 2003. NCES 2003–067. Washington, DC: U.S. Department of Education.

National Center for Education Statistics (NCES). 2003b. Highlights From the TIMSS 1999 Video Study of Eighth-Grade Mathematics Teaching. NCES 2003–011. Washington, DC: U.S. Department of Education.

National Center for Education Statistics (NCES). 2003c. The Nation's Report Card: Science 2000. NCES 2003–453. Washington, DC: U.S. Department of Education.

National Commission on Excellence in Education. 1983. A Nation At Risk: The Imperative for Educational Reform. Washington, DC.

National Commission on Mathematics and Science Teaching for the 21st Century. 2000. Before It's Too Late. Washington, DC: U.S. Department of Education.

National Commission on Teaching and America's Future (NCTAF). 1996. What Matters Most: Teaching for America's Future. New York.

National Commission on Teaching and America's Future (NCTAF). 1997. Doing What Matters Most: Investing in Quality Teaching. New York.

National Commission on Teaching and America's Future (NCTAF). 2003. No Dream Denied: A Pledge to America's Children. Washington, DC.

National Council of Teachers of Mathematics (NCTM). 1989. Curriculum and Evaluation Standards for School Mathematics. Reston, VA.

National Council of Teachers of Mathematics (NCTM). 2000. Principles and Standards for School Mathematics. Reston, VA.

National Education Commission on Time and Learning. 1994. Prisoners of Time. Washington, DC. http://www.ed.gov/pubs/PrisonersOfTime. Accessed 28 September 2003.

National Education Goals Panel. 1995. Teacher Education and Professional Development: Report of the Goal 4 Resource Group. Washington, DC.

National Foundation for the Improvement of Education. 1996. Teachers Take Charge of Their Learning: Transforming Professional Development for Student Success. Washington, DC.

National Research Council (NRC). 1996. The National Science Education Standards. Washington, DC: National Academy Press.

National Science Foundation (NSF), Division of Elementary, Secondary, and Informal Education. 1997. Review of Instructional Materials for Middle School Science. Arlington, VA: NSF.

National Science Board. 2000. Science and Engineering Indicators - 2000. NSB-00–1. Arlington, VA: National Science Foundation.

National Science Board. 2002. Science and Engineering Indicators - 2002. Arlington, VA: National Science Foundation.

National Telecommunications and Information Administration (NTIA). 1999. Falling Through the Net: Defining the Digital Divide. Washington, DC: U.S. Department of Commerce.

National Telecommunications and Information Administration (NTIA). 2002. A Nation Online: How Americans Are Expanding Their Use of the Internet. Washington, DC: U.S. Department of Commerce. http://www.ntia.doc.gov/ntiahome/dn/anationonline2.pdf. Accessed 28 September 2003.

Nelson, F. H., R. Drown, and J. C. Gould. 2002. Survey and Analysis of Teacher Salary Trends 2001. Washington, DC: American Federation of Teachers.

No Child Left Behind Act of 2001. P.L. 107–110. Washington, DC: U.S. Congress. http://www.ed.gov/legislation/ESEA02/. Accessed 28 September 2003.

Nohara, D. 2001. A Comparison of the National Assessment of Educational Progress (NAEP), the Third International Mathematics and Science Study Repeat (TIMSS-R), and the Programme for International Student Assessment (PISA). NCES 2001–07. Washington, DC: U.S. Department of Education, National Center for Education Statistics.

Oakes, J., T. H. Ormseth, R. M. Bell, and P. Camp. 1990. Multiplying Inequalities: The Effects of Race, Social Class, and Tracking on Opportunities to Learn Mathematics and Science. Santa Monica, CA: RAND. (ERIC ED329615)

Organisation for Economic Co-operation and Development (OECD). 1992. Education at a Glance: OECD Indicators, 1992. Paris.

Organisation for Economic Co-operation and Development (OECD). 2001. Knowledge and Skills for Life: First Results From the OECD Programme for International Student Assessment (PISA), 2000. Paris.

Organisation for Economic Co-operation and Development (OECD). 2002. Education at a Glance: OECD Indicators, 2002. Paris.

Parsad, B., L. Lewis, and E. Farris. 2001. Teacher Preparation and Professional Development: 2000. NCES 2001–088. Washington, DC: U.S. Department of Education, National Center for Education Statistics.

Pellegrino, J. W., L. R. Jones, and K. J. Mitchell. 1998. Grading the Nation's Report Card: Evaluating NAEP and Transforming the Assessment of Educational Progress. Washington, DC: National Academy Press.

Peng, S. S., D. Wright, and S. T. Hill. 1995. Understanding Racial-Ethnic Differences in Secondary School Science and Mathematics Education. NCES 95–710. Washington, DC: U.S. Department of Education, National Center for Education Statistics.

Rathburn, A. H., and J. West. 2003. Young Children's Access to Computers in the Home and at School in 1999 and 2000. NCES 2003–036. Washington, DC: U.S. Department of Education, National Center for Education Statistics.

Raymond, M. E., and E. A. Hanushek. 2003. High-stakes research. Education Next 3(3)(Summer):48–55.

Reys, R. E. 2001. Curricular controversy in the math wars: A battle without winners. Phi Delta Kappan 83(3)(November):255–58.

Richardson, V. 1990. Significant and worthwhile change in teaching practice. Educational Researcher 19(7):10–18.

Riordan, J., and P. Noyce. 2001. The impact of two standards-based mathematics curricula on student achievement in Massachusetts. Journal for Research in Mathematics Education 32(4):368–98.

Rocap, K., S. Cassidy, and C. Connor. 1998. Fulfilling the Promise of Technologies for Teaching and Learning. Washington, DC: U.S. Department of Education, Office of Educational Research and Improvement.

Rock, D., and J. M. Pollack. 1995. Mathematics Course-Taking and Gains in Mathematics Achievement. NCES 95–714. Washington, DC: U.S. Department of Education, National Center for Education Statistics.

Roderick, M., B. A. Jacob, and A. S. Bryk. 2002. The impact of high-stakes testing in Chicago on student achievement in promotional gate grades. Educational Evaluation and Policy Analysis 24(4)(Winter):333–357.

Rose, H., and J. Betts. 2001. Math Matters: The Link Between High School Curriculum, College Graduation, and Earnings. San Francisco: Public Policy Institute of California.

Rosenholtz, S. J., and Simpson, C. 1990. Workplace conditions and the rise and fall of teachers' commitment. Sociology of Education 63(4):241–257.

Rowan, B., F. Chiang, and R. J. Miller. 1997. Using research on employees' performance to study the effects of teachers on students' achievement. Sociology of Education 70(4):256–84.

Rowan, B., R. Correnti, and R. J. Miller. 2002. What large-scale, survey research tells us about teacher effects on student achievement: Insights from the Prospects Study of Elementary Schools. Teachers College Record 104(8):1525–67.

Schmidt, W. H., C. C. McKnight, R. T. Houang, H. C. Wang, D. E. Wiley, L. S. Cogan, and R. G. Wolfe. 2001. Why Schools Matter: A Cross-National Comparison of Curriculum and Learning. San Francisco: Jossey-Bass Publishing.

Schmidt, W. H., C. C. McKnight, and S. A. Raizen. 1997. A Splintered Vision: An Investigation of U.S. Science and Mathematics Education. Boston: Kluwer Academic Publishers.

Schneider, B., C. Swanson, and C. Riegle-Crumb. 1998. Opportunities for learning: Course sequence and positional advantages. Social Psychology of Education 2:25–52.

Schneider, R. M., J. Krajcik, R. W. Marx, and E. Soloway. 2002. Performance of students in project-based science classrooms on a national measure of science achievement. Journal of Research in Science Teaching 39(5):410–22.

Schoenfeld, A. L. 2002. Making mathematics work for all children: Issues of standards, testing, and equity. Educational Researcher 31(1)(January/February):13–25.

Seastrom, M. M., K. J. Gruber, R. Henke, D. J. McGrath, and B. A. Cohen. 2002. Qualifications of the Public School Teacher Workforce: Prevalence of Out-of-Field Teaching 1987–88 to 1999–2000. NCES 2002–603. Washington, DC: U.S. Department of Education, National Center for Education Statistics.

Shen, J. 1997. Has the alternative certification policy materialized its promise? A comparison between traditionally and alternatively certified teachers in public schools. Educational Evaluation and Policy Analysis 19(3):276–83.

Smith, J., J. Brooks-Gunn, and P. Klebanov. 1997. Consequences of living in poverty for young children's cognitive and verbal ability and early school achievement. In G. J. Duncan and J. Brooks-Gunn, eds., Consequences of Growing Up Poor, pp. 132–89. New York: Russell Sage.

Stevenson, H. W. 1998. A TIMSS Primer: Lessons and Implications for U.S. Education. Washington, DC: Thomas B. Fordham Foundation.

Stoddart, T., A. Pinal, M. Latzke, and D. Canaday. 2002. Integrating inquiry science and language development for English language learners. Journal of Research in Science Teaching 39(8)(October):664–87.

Stohr-Hunt, P. M. 1996. An analysis of frequency of hands-on experience and science achievement. Journal of Research in Science Teaching 33(1)(January):101–09.

Thompson, C., E. Ganzglass, and M. Simon. 2001. The State of E-Learning in the States. Washington, DC: National Governors Association. http://www.nga.org/cda/files/060601ELEARNING.pdf. Accessed 28 September 2003.

U.S. Bureau of the Census. 2001. 9–in-10 school-age children have computer access; Internet use pervasive, Census Bureau reports. United States Department of Commerce News 6 December. http://www.census.gov/Press-Release/www/2001/cb01–147.html. Accessed 28 September 2003.

U.S. Department of Education. 1989. Report on the National Education Goals Panel. Washington, DC.

U.S. General Accounting Office (GAO). 2003. Title I: Characteristics of Tests Will Influence Expenses; Information Sharing May Help States Realize Efficiencies. Washington, DC.

Valverde, G. A., and W. H. Schmidt. 1997. Refocusing U.S. math and science education. Issues in Science and Technology Online (Winter). http://www.nap.edu/issues/14.2/schmid.htm. Accessed 28 September 2003.

Vance, V. S., and P. C. Schlechty. 1982. The distribution of academic ability in the teaching force: Policy implications. Phi Delta Kappan 64(1):22–27.

Wayne, A. J., and P. Younger. 2003. Teacher characteristics and student achievement gains: a review. Review of Educational Research 73(1):89–122.

Wenglinsky, H. 1998. Does It Compute? The Relationship Between Educational Technology and Student Achievement in Mathematics. Princeton, NJ: Educational Testing Service.

West, J., K. Denton, and L. Reaney. 2000. The Kindergarten Year. NCES 2001–023. Washington, DC: U.S. Department of Education, National Center for Education Statistics.

Williams, T., D. Levine, L. Jocelyn, P. Butler, and J. Haynes. 2000. Mathematics and Science in the Eighth Grade: Findings From the Third International Mathematics and Science Study. NCES 2000–014. Washington, DC: U.S. Department of Education, National Center for Education Statistics.

Wilson, L. D., and R. F. Blank. 1999. Improving Mathematics Education Using Results From NAEP and TIMSS. Washington, DC: Council of Chief State School Officers.


Previous Page Top Of Page Next Page